Connected Generation 2010: The Conference

Lots of people have been starting to ask me when the next ‘Connected Generation’ event will be taking place. Well, thanks to the sterling work of Katie Bacon, we’ve just booked The Watershed in Bristol for 7th May 2010 to host Connected Generation 2010 – a one-day conference exploring youth engagement and technology in 2010. Based on feedback from participants at recent training events, and on the positive response to the Beyond Twitter event we ran up in Wrexham last year, we’re trying a mixed Conference and Open Space format again – with a morning of top-quality input from speakers and a range of pre-planned workshops, followed with an afternoon of curated unConference, where delegates can set the agenda and direct the conversations.

Bristol Watershed - the Venue

I’m delighted that key speakers at the event will include a gender balanced panel with:

• Amy Sample Ward – co author of ‘Social by Social‘ and expert on the use of social media in non-profit contexts;
• Katie Bacon – pioneer of digital youth work in Devon, and founder of Online Youth Outreach digital youth work training.
• Joanne Jopling – project worker for the Gateshead Young Women’s Outreach Project
• Kieron Kirkland - learning researcher at FutureLab, and lead for the Greater Expectations project
• Chris Morgan – from the Communities 2.0 in Wales, talking about digital youth and community work.

We’re still in the process of confirming the workshop programme, but plans include:

• Ethics and ICT – workshop with Andy Phippen from Plymouth University;
• Promoting Positive Activities with Social Media with Steven Flower from Plings;
• Safe and Sound Foundations – proactive approaches to safe social media engagement with young people, staff and volunteers;

If there is a workshop you would particularly like to see, drop in a comment and I’ll see what we can do…

Full details and online booking available here. (If you can’t order online because your organisation needs invoicing etc. just drop me a line…)

Fingers crossed, we’ll also be using the event to launch a new ‘Youth Engagement and Social Media’ resource which Katie and I are hard at work drafting, and, if you want, you can pre-order a copy when booking your place at the conference.

ICT Ethics – finding new equilibria profession by profession

[Summary: Ethics belongs to professions, not problems & an ethical framework for youth and ICTs will require each workforce to seek new equilibria based on a number of inter-related elements]

I spend a very interesting day yesterday at a workshop organised by DC10Plus exploring the possible creation of an ‘ethical framework for ICT and young people’. This post contains a set of reflections and ‘thinking aloud’ following that session…

With technologies and the dynamics of digital environments constantly developing, ethical frameworks, over and above guidance and best-practice, are very much needed to help all those involved in work with young people (and young people themselves) to think critically about the ways technologies are used in, and impact upon, the lives of children and young people. However, when it comes to practical ethics for the public sector, it’s crucial to remember that ethics belong to professions, not problems.

That was a point brought home to me the Connected Practice symposium in September last year, where it was clear that different professional groups approached their work from very different motivations and with very different practical and ethical frameworks. Whilst some would argue the rise of a network society leads to a dissolution of barriers between professionals, and consequently, the dissolution of clear and distinct forms of professional practice, right now we are in an environment of inter-disciplinary practice, rather than post-disciplinary practice  - and there are real advantages to be found in each different professional group working out it’s own ethical responses to ICT. A ‘meta-ethical’ public sector framework of general ethical principles may support a degree of compatibility and interface between different professional ethical approaches to ICT, but should not try to replace the process of each profession working out it’s ICT ethics in it’s own context. For a real practice example of how professional context affects the sorts of ethical and practical implications of using ICT – take a look at this forum thread over on Youth Work Online – where the differences between the nature of practice and relationship with young people and youth workers in statutory and voluntary sector youth work settings is leading to a need to adapt and think critically about guidance on how youth workers should use social networking sites.

The point that ethics belong to professions, not problems also highlights that ICT ethics should start, not from concerns about ICTs per-se, but from a recognition of how ICTs impact upon and cut across the concerns of different professional groups within the public sector. And any approach to ethics for ICTs & Young People should have a clear account of where and why a specific focus on young people is warranted. In Safe and Effective Social Network Site Applications for Young People (p. 7) I’ve argued that the UN Convention on the Rights of the Child, the Law, and neuro-scientific understandings of adolescence are critical to any such account.

Finding a new equilibrium

Professional ethics guide how individuals and organisations with a set of specific goals should behave in the pursuit of those goals, given the particular contexts in which they work. It might be thought that professional groups can just look at their existing ethical codes and apply them directly to the Internet. However, in my experience exploring youth work values and ethics that turns out not to be quite so straightforward. Whilst it is possible (as we do on p.g. 17 & 18 of the Youth Work & Social Networking Report) to explore how the values of a profession play out in a digital world – deriving practical and ethical guidance for real world situations is not just a case of looking at values and the realities of the online world, but involves finding an equilibria between at least six different elements, as the diagram above shows. Each element is both a variable that may be open to change, but equally a constraint on working out an ethical position:

• Young people’s use of social media/ICT/the Internet – ethics cannot be built for the ‘ideal world’, but must be developed for the world we are in. At the same time, ethical approaches may involve challenging current patterns of ICT use and seeking to encourage young people to approach ICTs in different ways.
• Professional values and skills – professional values in many service start from an analysis of the world and a desire to change something in it – be that a desire to tip the balance of power in favour of young people in core youth work theory, or a desire to reduce crime and increase social control in the basic analysis of law enforcement services. However, ICTs are implicated in ongoing changes to the world – and so professional values need to be re-examined in light of the digital world – without being abandoned.
• Models of online communication and collaboration – there are many different ways of working online. Only some should be seen as ‘youth work’ ways of working – and the choice over which ways of working are ruled in, and ruled out, of a youth work framework of ethics for ICT use will impact upon the nature of that framework. The choice of ethics will also determine which forms of online communication and collaboration are (a) open to youth workers, and (b) likely to be open to youth workers in ways that allow them to be effectively used.
  
• Features of available / popular social media tools – this is a particularly interesting ‘variable’ – as to an extent, for most professionals, the tools available to use are not seen as something over which they have much control. Facebook works the way it does. Changing that is not in the power of the individual practitioner. However, the plug-in and application architectures of many social media spaces mean that it may be possible for them to be adapted to be made ’safer spaces’ for youth work practice, or more appropriate settings for the forms of practice a worker wants to explore. Right now, reshaping social media spaces is beyond the means of most practitioners – but if made more accessible, could enhance the possibility of ‘ethical and effective’ online practice.
  
• Institutional drivers of, and barriers to, online working. See the 50 Barriers wiki on this one.
• Consideration of opportunities and risks – based on real evidence about the opportunities and risks young people face online.

I recognise that this is still a fairly sketchy model – and my use of language above is neither as clear, nor as precise, as would be ideal. However, I wanted to share this now both for the Ethical ICT & Youth project, and as part of ongoing thinking for another project which I hope to be blogging more about soon…

Skills for public voice & participation alongside skills for social media

Eszter Hargittai was in the Oxford Internet Institute earlier today sharing her research findings on the role of skills and socio-demographic factors in influencing levels of use of the Internet – and particularly web 2.0 spaces.

Implicit in Eszter’s argument was a relationship between the diversity of Web 2.0 use and democratisation. The presentation highlighted how socio-demographic factors, and particularly gender, can have an impact on the extent to which different groups contribute to public online spaces such as YouTube and Wikipedia. It’s not enough to give access to the web, and to web 2.0 for the imbalances in who is speaking and expressing their views through these online platforms to be challenged. Skills matter in addressing the imbalance.

However, as discussion at the presentation explored, if our concerns are of democratisation, social justice and equality, then the the skills that need to be promoted are far wider than technology skills, or skills to work with social media.

Skills to exercise public voice and to participate in community (online and offline) are arguably prior to the skills to use technology for public expression.

Both as we measure engagement online, and as we work to promote online engagement – keeping in mind a focus not only on digital skills, but also on general skills of public expression, interaction and dialogue is key.

For those working with young people and communities then that perhaps adds up to encouragement to address digital skills as part of wider civic skill-building programmes such as ‘Act by Right (now online as a free resource BTW)’ rather than to address digital skills and social media in isolation.

The myth of easy engagement. Who should participate and how…

Decisions are made by those who turn up.

Often, those looking to engage people in decision making and shaping services make the shaky leap from the fact that over 70% of people have internet access, to the idea that the internet offers the straightforward opportunity to engage 70% of the people. A few days ago, frustrated by questions driven by this logic, and of the form ‘How many people in our local area are on Twitter?’, Dave Briggs sought to explode ‘The myth of engaging with everyone‘. Dave asks for clarity stating:

The first thing to be clear on is that no one engagement method will reach, or suit, everyone.

The second thing to be clear on, is that you don’t necessarily want to reach everyone, anyway.

Two statements that seem empirically and intuitively sensible. But the argument they lead Dave to is not necessarily so uncontroversial:

My argument would always be to focus on the small number of active, enthusiastic people first.

Whilst there are a limited number of cases where putting the primary focus on the active, enthusiastic people is the right way forward, in local authorities, national government and other democratic contexts we need to think more carefully. The ‘active, enthusiasts’ who leap upon any opportunity to get involved may well be great & capable people – but they may well not have all the ideas, insights, experiences and networks that we need for innovation, change, and the development of engaged vibrant communities. The following post is not a call to reject the active enthusiasts, engaged online and willing to make considerable contributions to civic life – but it is a call to remember that, if decisions are made by those who turn up, those planning and facilitating engagement have a responsibility to make sure they are inviting and supporting the right individuals and groups to be part of the process.

So, who should turn up? Below I’ve sketched out three steps to thinking about who you need to engage, and how to manage that engagement.

This is a quick sketch – and I’m sure the ideas it explores have been well developed elsewhere – so I welcome comments / pointers and reflections to help shape and develop this more…

1) Start from the end
You can’t start planning an engagement process without thinking about why you are looking to engage people. Why you are thinking about engagement, will determine who needs to be engaged, and how.

Some useful questions to ask yourself about the outcomes you want:

• Are we looking to make a decision at the end of this process? If so:
  • Does the decision need to be decided by a democratic process? Or does it otherwise need some democratic legitimacy?
  • Do we already have a mandate or responsibility for making this decision?
• Is the goal to make a particular project happen where we already know what that project is?
• Is the goal to take action on a particular issue, but without already knowing what action to take?
• Is the goal to build a community who can take forward projects and action in future?

And then ask about the sort of input you need. Do you want:

• Ideas?
• Insights?
• Expertise?
• Innovation?
• People taking action?
• Voting?
• etc.

The reality is that most engagement projects involve multiple possible outcomes, and multiple sorts of input.

For example, you may want to initially get a wide range of ideas about the priorities that should be set for a £100k pot of local funding; to  follow this up with a democratically legitimate vote to discover the top local priorities; to put together a panel who will invite local groups to apply for funding to run innovative projects that match up against the chosen priorities; and to decide who gets the funding and to support them in running projects and making an impact. Each stage of the process answers the questions above in different ways – and so will need to think differently about who to engage and how…

2) Think about who is affected & who should be involved

If you want to engage a local population – you could just put an engagement opportunity up online, and let the people who are interested find out. But, as Mark Pack points out in a comment on Dave’s blog post:

often those keenest on an issue have a different view from those less keen on the issue

Those who self-select to get involved in an engagement opportunity may not represent all the people who should be involved in an engagement opportunity. Of course, who should be involved depends on the sorts of answers you gave to the questions above.

If you want to get the best possible democratically legitimate outcome that respects the independence and self-determination of local communities then you need at least two broad groups of people involved:

• (a) People with expertise on the issues in consideration;
• (b) People who will be affected by decisions or actions that result from this process;

You could just work with a tick-list consisting of these two items, and check you have people from both categories taking part – but chances are that breaking down category (b) at least is going to prove useful for targeting engagement opportunities and making sure you get beyond the easy-to-reach enthusiasts.

For example, you may decide you need to hear from:

• Men & women, of a range of ages and employment situations, who live in different wards where your funding of £100k might be spent.

You may find you can generate a matrix from the lists of different group you want to engage – giving you a tool to check and think about who is engaged so far. For example, the matrix below helps get a rough sense of whether a process is hearing from participants across areas of Oxford, and from a range of age groups and employment backgrounds.

It’s important to note, however, that these are not tick-boxes. You may not necessarily have someone from every category. These lists are tools to help you think about and visualise whether or not you are getting a broad range of inputs into your engagement process.

Engaging some groups is easier than others. Although – as I heard it put at the recent Beyond Twitter conference, that’s not because some groups are ‘hard to reach’, but because from some places in your local area, the council is harder to reach. With a matrix like the above, you can think about where you put your resources, and how accessible the engagement you are creating is to different groups.

3) Think about the sorts of input you allow, and the inputs you are getting

The people you engage are not, unless they have been elected through a suitable process, representatives . Nor, unless you’ve gone through some in-depth statistical sampling, are they representative.

But they do bring something to your process. And knowing what they bring is important to ensure the outcome is as high quality and legitimate as possible.

People bring ideas, insights, lived experience, energy to take action, skills and practice know how and a whole lot more. Sometimes people should be allowed to bring a veto; or to call for a vote on particular issues.

Fascilitating engagement involves looking at these different sorts of input, and getting the right balance at the right time.

For example, you may first gather stories from across an area about what living there is like, and share these stories with the ‘active enthusiasts’ who have time and energy to give in thinking about innovative funding priorities that could respond to those stories. You may invite those affected by decisions about funding to reflect upon the ‘active enthusiasts’ suggestions. You may offer a veto power to local community members. You may seek out the views of specific groups to make sure a decision is well rounded. And you may seek to bring together a large group to vote on proposals. If all the stories and insights come from one group; all the ideas from another; and all the action from another group again – then the risk that your process is unbalanced is big.

Engaging everyone

Many people have had bad experiences of engagement in the past. Some people are not interested in being engaged. Many people face barriers to getting engaged. You can’t engage with everyone all the time.

But whatever you do, look beyond the easy and obvious, to seek approaches that will work, and that will push forward are more just society.

Why engage online?

Where does this leave the argument for online engagement that Dave Briggs was exploring in the post that sparked the exploration above? Well, one avenue worth exploring is how digital technologies can lower the costs of engaging the easy-to-engage, to free up resources to offer substantive support to those groups, who for reasons of structural and systematic disadvantage, may find their input less likely to be otherwise included.

Protecting copyright at the cost of children’s rights?

There is a lot of talk right now around the rushed legislation proposed by Peter Mandelson, and being consulted on by BIS, that would allow households suspected of illegally downloading copyright material through peer-to-peer filesharing or other methods to have their internet access cut off.

The way this proposal suggests leapfrogging legal processes of proof before action is taken against suspected offenders was a theme coming up in more than one of the MSc research proposal shared in my induction at the Oxford Internet Institute this afternoon – but one dimension which deserves added attention is the impact of the proposed legislation on the rights of children young people.

Although the UK Government has signed up to the UN Convention on the Rights of the Child, we still lack a systematic review of the way legislation impacts Children’s Rights – so the key voice pointing out the fundamental problems in Mandelson’s proposal is coming from ARCH – Action on the Rights of the Child.

ARCH explain in their response to the BIS consultation:

the tone [of the proposed legislation] has more to do with the interests of copyright holders than with the rights of children.

And in their analysis set out the ways on which a restriction on household access to the internet, impacts children and young people – and runs counter to government efforts for digital inclusion, and internet access as a key part of learning.

Children and young people have a right of free access to information (so long as that access does not harm them / others), and to cut off internet access, no longer just a luxury but a key element of modern life, because of the actions of some other member of the household, or accidental infringement by young people unaware of copyright laws, seems manifestly unjust and rights-infringing.

38 Degrees and the Open Rights Group are actively leading the campaign against this proposed legislation.

EU Kids Online – E-safety? Just get on with it! (And don’t forget opportunity)

[Summary: Notes and reflections from the launch conference of EU Kids Online research]

“Can we just get on with it”. Less talking and more action on child internet safety was the pretty clear message from Tanya Byron responding to the research recommendations at the launch of the EU Kids Online research today. But Tanya also made clear that the action should not be reactive, moral panic driven responses to internet use by young people – making the bold (but essential) statement that “We cannot and must-not build an environment for children to develop within which is built around what we see through the eyes of the most vulnerable child”.

There has been a lot of talk in sessions and coffee breaks today about the need for a more naunced approach to the often moral-panic driven debates about risk – not least with a great input from Janis Wolak reflecting on the different discourses that researchers are intentionally, or unintentionally constructing around the internet and young people. Crucially Janis highlighted the difference between the claim that

And I thought it may be helpful to add links to few resources and other blog posts I’ve been working on which overlap with some of the focus in the EU Kids Online project:

• Online Citizenship for Young People – E-safety project ideas (a series of project plans for equipping young people with critical literacies for interacting online – based around a model of critical questions).

• Getting social and keeping safe: principles for safe and effective social network site applications (an analysis, policy and practice paper on designing safer Social Network Site applications – based on Children’s Rights and an understanding of childhood. Including an outline risk assessment template)

• The Youth Work and Social Networking project – building a case for the informal educator in promoting positive online behaviours; (Interim & final research report, + presentations and action research log)
• Draft guidance on Safe and Effective Engagement with Social Network Sites for Youth Professionals (5 Page document for practitioners)
• UK Council on Child Internet Safety – The Right Approaches are About Informal Education – notes on the launch of UKCCIS (Blog post)

And also – the Youth Work Online Network, Connected Generation unConference on the 11th July 2009, and the Network Particatipation space are all spaces of ongoing dialogue about positive work with young people online – which builds on safe-and-sound foundations.

One Page Guide to Google Groups E-mail Lists

Even with all the amazing social web tools available out there – e-mail remains a key communication tool for most people.

For many committees, projects and associations – an e-mail list has a lot to offer as a co-ordination and collaboration tool. This morning I’ve been working on preparing a web presence for the DFID Civil Society Organisations Youth Working Group (a group of development agencies and youth charities focussing working with the Department for International Development to promote youth engagement and the role of young people in development), who are currently only online via the Youth Guidance Project. Because the Youth Working Group is essentially a network of organisations and individuals, with no permenant secretariat or central body – we’re building the whole web presence around e-mail lists for the central group and it’s sub-groups – set up to be open to anyone who wants to get involved. Content from the e-mail lists will be fed via RSS ito a website based on DokuWiki (a fantastically flexible and easy to use wiki).

This set-up will involve the chair of each sub-group managing their own e-mail list, and all the members or associates of the Youth Working Group understanding how an e-mail list works.

So – I took the opportunity to create a ‘One Page Guide to E-mail Lists with Google Groups‘.

You can download the PDF here, view the full thing below or on Scribd, and get the original to adapt for your own use in it’s original Open Office format, or MS Word if you prefer.

P.S. A slight tweak in the design this time, copying an idea from Amanda’s adapted versions of the One Page Guides for 2Morro festival (under ‘Get Involved’).

Digital inclusion and social capital

I’m going to be taking on the social reporter role at the RSA seminar on Digital Inclusion and Social Capital today – and trying to tweet, video and blog insights and ideas arising from the discussions on Will Davies working paper on The Social Value of Digital Networks in Deprived Communities (to be published after input from the seminar and online discussion have been incorporated…)

Social Reporting a seminar like this is a new one for me. I’ve almost-live blogged at conferences before, but this looks set to be a really in depth discussion in a concentrated couple of hours so I’ll be trying my best to draw out elements and weave them into the web of great experience and insight that will be outside the meeting room at the RSA as well as in it.

To help with that I’m trying out CoverItLive – which, if you’re viewing this blog post in an RSS Reader that supports it, or on the front page of the blog, should present you with a feed of conversation as the session unfold – and should give you a space to add your own comments.

Please do drop in between 10.30am and 12.30am to follow the discussions and to add your thoughts to the debate on digital inclusion and deprived communities…

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